Bachelor of Science in Education/Early Childhood Education

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Gain the skills you need to help children succeed in school. Our Bachelor of Science in Education/Early Childhood Education will help prepare you — through courses that cover curriculum development and child learning — for shaping the academic, social and cognitive skills of children in pre-K through grade three.

If you’re interested in working in early childhood education, explore the offerings and information below to see how this program can help.

Requirements and prerequisites

You will need XXX credits to complete this program, which may be earned from a combination of required and elected courses. However, required courses may vary based on previous experience, training or transferable credits. View general requirements

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COURSE TITLE

COURSE ID

Core courses

Our curriculum is designed to help you prepare for the competitive job market with relevant knowledge and in-demand skills. This program will include the following courses:

Early Childhood Growth And Development

ECH205

Instructional Strategies For Early Childhood Education

ECH211

Orientation To Early Childhood Education

ECH300

Foundations Of Early Childhood Education

ECH301

Exceptionalities Of The Young Child

ECH302

Developmentally-effective Learning Environments

ECH321

Early Childhood Student Teaching Seminar

ECH390

Assessment And Evaluation In Early Childhood

ECH400

Methods Of Teaching In Early Childhood: Mathematics

ECH416

Community And Family Engagement

ECH418

Methods Of Teaching In Early Childhood: Science

ECH420

Methods Of Teaching In Early Childhood: Social Studies

ECH430

Methods Of Teaching In Early Childhood: Arts And Music

ECH435

Early Childhood Student Teaching (birth-preschool)

ECH498

Early Childhood Student Teaching (k Through Age 8/grade 3)

ECH499

Ethics And Social Responsibility In Education

EDU215

University Studies For Success

GEN127

Foundations For University Success

GEN201

Early Childhood Literacy Development

RDG351

Methods Of Teaching In Early Childhood Language And Literacy

RDG416

Structured English Immersion (elective)

SEI300

Advanced Structured English Immersion Methods

SEI301

COURSE TITLE

Customize your degree

In addition to the knowledge and skills related to the University Learning Goals, College of Education graduating students are intended to attain certain program-specific knowledge, skills and abilities. Therefore, you should be able to demonstrate the following learning outcomes by the time you complete this program.

In addition to the knowledge and skills related to the University Learning Goals, College of Education graduating students are intended to attain certain program-specific knowledge, skills and abilities. Therefore, you should be able to demonstrate the following learning outcomes by the time you complete this program.

Help offset the cost of your education with federal financial aid options, including grants and loans.

Contact a Finance Advisor for additional assistance

Members of the U.S. Armed Forces, including spouses of military members, are eligible for reduced tuition. Our special military tuition rates, in combination with other available resources, can help fund your education.

Military spouses may also be eligible for financial assistance and reduced tuition rates.

Early Childhood Growth And Development

ECH205

Start Date: MM/DD/YYYY

This course examines the theories, concepts, and trends related to early childhood growth and development from prenatal development through the early school years. It examines the physical, social, emotional, cognitive, and language development of children from birth through age 8 / grade 3. The course focuses on defining the various stages as they impact instructional practices and decisions in the context of the early learning environment.

This course focuses on the theoretical models that underlie teaching and learning in the early childhood setting, birth through age 8 or through Grade 3. Students examine appropriate methods for teaching all young children, explore lesson plan designs, analyze the most effective, research-based teaching strategies to promote student learning, and develop a lesson plan.

This course is designed to provide an orientation to the primary components of the Teacher Education Program. Students will be introduced to the program's progression and degree completion requirements. Field Experience, E-Portfolio, Student Teaching, Teacher Work Sample and technology resources will be discussed.

This course provides an overview of early childhood education for children, birth through age 8. Topics include theories and history of early childhood education, play theories, program types and models, and public policy trends. The course examines the significance of developmentally-effective learning experiences throughout early childhood programs.

This course provides an overview of the exceptional young child in early childhood education who may require accommodations and adaptations. The course focuses on developmentally-effective methods and techniques used for the identification, assessment, and instruction of children with special needs from birth to age 8. Legal structures, public policy, and information related to current practices serving exceptional young children in early childhood are also examined.

This course examines developmentally-effective strategies used in implementing and managing a positive and active early childhood learning environment within the framework of a diverse early childhood population. Topics include models of classroom management, establishing expectations and procedures, motivating children, family communication, managing off-task behaviors, technology integration, and materials management and record keeping. Students will develop an individual classroom management plan for an early childhood setting, birth through age 8 or Grade 3.

This course focuses on the professional aspects of teaching. Students are introduced to the Teacher Work Sample that will be created during student teaching. Students will engage in self-evaluation to develop their own professional growth plans for inclusion in their portfolios. The character qualifications for becoming a teacher will be assessed through a personal interview, using letters of character reference, and a written reflective paper on the desire and reasons for joining the profession.

This course provides exposure to a variety of assessment techniques in early childhood education, including children with special needs. There is a focus on structured observations, use of behavioral rating scales, psycho-educational screening tests, and assessment of parent-child interactions. Formal and informal parent contacts, interviewing techniques, the use of technology in the assessment process, and referrals to school and community resources are also explored. Emphasis is placed on developmental and differentiated assessment strategies for children birth through age 8.

This course focuses on mathematical methodology and assessment strategies for young children. Integration of content, appropriate instructional strategies, and curriculum and assessment planning are emphasized. Multiple perspectives of young children as learners of mathematics and current research on mathematics pedagogy are explored. Students evaluate and use instructional methods, curricular materials, technological resources, and appropriate assessment strategies. Special attention is given to using manipulatives in math instruction and developing problem-solving skills.

This course focuses on establishing and maintaining collaborative relationships among families, early childhood learning environments, and communities to support student development and achievement. Candidates explore and discuss issues related to family diversity, relationship building, and community involvement. Emphasis will be placed on creating positive family and community engagement as well as strengthening the connection between home and school.

This course focuses on understanding and using developmentally effective practices to teach and to integrate science concepts and skills in early childhood education (birth through age 8). Developing meaningful curricular content, modifications, hands-on learning experiences, and integration of early childhood content area standards are explored. A foundation in developmentally effective teaching and assessment of the content area is provided.

This course provides a foundation in content and methodology for the teaching of social studies in early childhood education (birth through age 8). Developing meaningful curricular content, hands-on learning experiences, integration of early childhood content area standards, and the impact of technology are explored. A foundation in developmentally-effective teaching and assessment of the content area is provided.

This course focuses on understanding and using the visual and performing arts to promote growth and development in early childhood education. Emphasis is placed on developmentally-effective practices and integration of art, music, dance, and drama across the curriculum. Assessment, modifications, accommodations, culture, and family involvement through the arts are also explored. A foundation of effective teaching strategies and best practices in early childhood education are provided.

This course introduces learners to the concepts of ethical reasoning and professional ethics in teaching. Learners will explore how their personal values and dispositions--whether inherited through culture and tradition or consciously adopted--interact with professional codes of ethics and ethical decision-making. Learners will examine ethical theories and the function of ethics in teaching. Ethical dilemmas in the education workplace will also be investigated.

This is an academic course focusing on the essential information, skills, tools, and techniques necessary for academic success and personal effectiveness at University of Phoenix. The course develops and applies academic standards, practical knowledge, and study skills immediately relevant to first-year university students.

This course transitions students through the foundations of study at University of Phoenix. Students develop personal strategies for achieving educational goals; and develop skills in critical thinking, collaboration, and communication.

This course focuses on creating an environment in the early childhood setting that promotes literacy skill development. This course will help teachers create developmentally effective learning environments that promote listening, speaking, reading, and writing skills.

This course focuses on children's language and literacy development from birth to age 8. Students examine theories of language development, including theories of second language acquisition and the needs of English language learners. They also explore strategies for engaging children in integrated listening, speaking, reading, and writing experiences. Integration of content area standards and development of hands-on learning experiences are emphasized. Additionally, developmentally-effective assessments are discussed as a means of informing instruction.

This course will introduce students to the concept of and methods for instructing in a Structured English Immersion (SEI) environment. Students will learn about assessment of K-12 students, state standards, research-based instructional activities, and lesson planning and implementation models. Students will study how a learner-centered approach to teaching can provide English Language Learners (ELL), as well as native English speakers, with a greater opportunity to interact meaningfully with educational materials as they learn subject matter and EL Learners acquire English.

This course addresses Structured English Immersion (SEI) instruction and assessment of K-12 English Language Learners (ELLs), and is designed to meet the standards set by the Arizona Department of Education. It examines the legal, historical, and educational reasons for SEI, as well as theoretical principles of language acquisition and the role of culture in learning. It also emphasizes the alignment of ELL Proficiency Standards to Arizona’s Academic Standards and their application to lesson planning. The Arizona English Language Learner Assessment (AZELLA), use of alternative assessments, analysis of data, and the application of data to instruction, are emphasized as well. A final project synthesizes the concepts and instructional strategies taught in the course.

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Affording your education

We understand that education is an investment, which is why we work to ensure students understand the costs along with their financial options. Contact a Finance Advisor to learn about the costs associated with a program, potential ways to reduce the cost and to learn more about the various financial options offered at University of Phoenix.

State authorization to provide a program related to the preparation of teachers or other P-12 school/system personnel does not indicate eligibility for an Alabama certificate. Applicants for an Alabama certificate based on reciprocity must meet Alabama’s test requirements and submit a valid, renewable professional educator certificate/license issued by another state at the degree level, grade level, and in the teaching field or area of instructional support for which an Alabama certificate is sought and for which Alabama issues a certificate. Applicants for Alabama certification in an area of administration must also document at least three years of full-time employment as an administrator in a P-12 school system(s). http://www.alsde.edu

Residents of the following states: Alabama, Delaware, Idaho, Illinois, Indiana, Kansas, New Jersey, Oregon, Puerto Rico, Texas and Utah - As an out-state-prepared candidate for initial teacher licensure, your state requires you to obtain Arizona certification first prior to seeking licensure in your home state.

Residents of the following states: Alabama, Delaware, Idaho, Illinois, Indiana, Kansas, New Jersey, Oregon, Puerto Rico, Texas and Utah - As an out-state-prepared candidate for initial teacher licensure, your state requires you to obtain Arizona certification first prior to seeking licensure in your home state.

Residents of the following states: Alabama, Delaware, Idaho, Illinois, Indiana, Kansas, New Jersey, Oregon, Puerto Rico, Texas and Utah - As an out-state-prepared candidate for initial teacher licensure, your state requires you to obtain Arizona certification first prior to seeking licensure in your home state.

Residents of the following states: Alabama, Delaware, Idaho, Illinois, Indiana, Kansas, New Jersey, Oregon, Puerto Rico, Texas and Utah - As an out-state-prepared candidate for initial teacher licensure, your state requires you to obtain Arizona certification first prior to seeking licensure in your home state.

Residents of the following states: Alabama, Delaware, Idaho, Illinois, Indiana, Kansas, New Jersey, Oregon, Puerto Rico, Texas and Utah - As an out-state-prepared candidate for initial teacher licensure, your state requires you to obtain Arizona certification first prior to seeking licensure in your home state.

Residents of the following states: Alabama, Delaware, Idaho, Illinois, Indiana, Kansas, New Jersey, Oregon, Puerto Rico, Texas and Utah - As an out-state-prepared candidate for initial teacher licensure, your state requires you to obtain Arizona certification first prior to seeking licensure in your home state.

Residents of the following states: Alabama, Delaware, Idaho, Illinois, Indiana, Kansas, New Jersey, Oregon, Puerto Rico, Texas and Utah - As an out-state-prepared candidate for initial teacher licensure, your state requires you to obtain Arizona certification first prior to seeking licensure in your home state.

Residents of the following states: Alabama, Delaware, Idaho, Illinois, Indiana, Kansas, New Jersey, Oregon, Puerto Rico, Texas and Utah - As an out-state-prepared candidate for initial teacher licensure, your state requires you to obtain Arizona certification first prior to seeking licensure in your home state.

Residents of the following states: Alabama, Delaware, Idaho, Illinois, Indiana, Kansas, New Jersey, Oregon, Puerto Rico, Texas and Utah - As an out-state-prepared candidate for initial teacher licensure, your state requires you to obtain Arizona certification first prior to seeking licensure in your home state.

Residents of the following states: Alabama, Delaware, Idaho, Illinois, Indiana, Kansas, New Jersey, Oregon, Puerto Rico, Texas and Utah - As an out-state-prepared candidate for initial teacher licensure, your state requires you to obtain Arizona certification first prior to seeking licensure in your home state.

Residents of the following states: Alabama, Delaware, Idaho, Illinois, Indiana, Kansas, New Jersey, Oregon, Puerto Rico, Texas and Utah - As an out-state-prepared candidate for initial teacher licensure, your state requires you to obtain Arizona certification first prior to seeking licensure in your home state.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

This program provides the academic preparation required in most states to sit for initial teacher certification exams.